University of Plymouth
Aims and objectives
There is an identified and urgent need to understand the ways in which continuing professional development (CPD) influences teaching quality and student learning (Brew 2007; Devlin 2008; Gosling 2008). There have been a number of seminal studies which have investigated this area (Gosling 2008; Ling 2009; Turner et al. 2013) as well as meta reviews of the literature (Chalmers et al. 2012; Parsons et al. 2012). These studies found widespread consensus about the value of CPD in teaching but identified issues with how impact is measured with respect to content and methodology.
In terms of method to date much CPD evaluation relies upon a snapshot which takes place in situ post intervention and seeks measurement of satisfaction rather than of those changes to thinking and practice which develop over time.
The aim of this project is to create state of the art knowledge and understanding relating to how the impact of CPD schemes on the student learning experience can be measured.
In pursuit of this aim the project will:
- update the literature review established in the Parsons et al. (2012) report entitled The impact of teaching development programmes in higher education;
- conduct a national audit in order to capture evidence of current institutional practice in measuring the impact and effectiveness of CPD provision;
- customise refine and extend the evaluation tool developed by Chalmers et al. (2012) In particular the project will incorporate the measurement of both qualitative and longitudinal data and consider ways to look beyond individuals’ practice to the impact they have on their students their colleagues and institutional ways of working.
References:
Brew A. (2007). Evaluating academic development in a time of perplexity. International Journal for Academic Development 12 69–72.
Chalmers D. Stoney S. Goody A. Goerke V. & Gardiner D. (2012). Identification and Implementation of Indicators and Measures of Effectiveness of Teaching Preparation Programmes in Higher Education. Australian Government. Office for Learning and Teaching.
Devlin M. (2008). Research challenges inherent in determining improvement in university teaching. Issues in Educational Research 18 12-25.
Gosling D. (2008). Educational development in the United Kingdom. Report for the heads of educational development group. London Heads of Educational Development Group (HEDG) UK. Retrieved 20th October 2014 from: http://www.hedg.ac.uk/documents/HEDG_Report_final.pdf
Ling P. (2009). Development of academics and higher education futures. Report Vol. 1. Sydney ALTC.
Parsons D. Hill I. Holland J. & Willis D. (2012) Impact of Teaching Development Programmes in Higher Education. Higher Education Academy; York
Turner N. Oliver M. Mckenna C. Smith H. Deepwell F. & Shrives L. (2013). Measuring the impact of the UK Professional Standards Framework for Teaching and Supporting Learning (UKPSF). SEDA/HEA: London.